Oh boy…another acronym! OSPI (Office of Superintendent of Public Instruction) and it’s “leader” Chris Reykdal announced, via their newsletter, on June 28, 2019, that they are looking for people to become “Master Trainers” to help implement “MTSS-B/PBIS” Here’s their description: “OSPI is recruiting for a Master Trainer cadre to support districts in implementing the Multi-Tiered System of Supports for Behavior (MTSS-B). The train-the-trainer series will prepare candidates to be Master Trainers in Tier 1 of MTSS-B, also known as PBIS. Training on Tier 2 will begin in 2020. These trainings are free to master trainer applicants, as well as School Climate Transformation districts, ESDs, and System and School Improvement Continuous Improvement Partners, and will take place in Fall of 2019 at ESD 113 in Tumwater, WA. Applications are open now, and will be reviewed beginning July 17, 2019.”
So what is MTSS-B/PBIS?
From the company that markets the service here’s their description:
Multi-tiered System of Support (MTSS), formerly known as RTI grew from efforts to improve identification practices in special education. Simply put, it is a process of systematically documenting the performance of students as evidence of the need for additional services after making changes in classroom instruction. MTSS promises to change the way schools support students with learning and behavior problems by systematically delivering a range of interventions based on demonstrated levels of need.
MTSS is defined as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions” (Batsche et al., 2005). Based on a problem-solving model, the MTSS approach considers environmental factors as they might apply to an individual student’s difficulty, and provides services/intervention as soon as the student demonstrates a need. Focused primarily on addressing academic problems, MTSS has emerged as the new way to think about both disability identification and early intervention assistance for the “most vulnerable, academically unresponsive children” in schools and school districts (Fuchs & Deshler, 2007, p. 131, emphasis added).
Positive Behavioral Interventions and Supports (PBIS) is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors (OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports, 2007). Positive Behavioral Interventions and Supports (PBIS) is a process that is consistent with the core principles of MTSS. PBIS offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to development and improvement of behavior problems.
Both MTSS and PBIS are grounded in differentiated instruction. Each approach delimits critical factors and components to be in place at the universal (Tier 1), targeted group (Tier 2), and individual (Tier 3) levels. Our goal is to describe the shared (identified in bold) characteristics of these approaches as a basis for highlighting how best to meet the needs of children experiencing academic and social difficulties in school.
(from PBIS Newsletter Vol 4, Issue 2)
<The combination of MTSS and PBIS provides effective instructional strategies for both academic and behavior systems>
Implementation Features
Grounded in the same principles as Positive Behavioral Interventions and Supports (PBIS), the core features of MTSS include:
- Expectations for high quality, research-based instruction in general education classrooms.
- Universal, classroom-based screening to identify need for additional support.
- Collaborative, team-based approach to development, implementation, and evaluation of alternative interventions.
- Increasingly intense, multi-tiered application of an array of high-quality, evidence-based instruction matched to individual needs.
- Continuous monitoring of progress to determine impact of interventions.
- Expectations for parent involvement throughout the process.
So what is this and what, if any, impact will it have on students?
- It’s a method of identifying and reinforcing the “behaviors” those in charge define was acceptable and not
- It’s a method of “training” students to act in ways deemed appropriate
- It’s a way to reward students for doing what they are asked and expected to do
- Their “findings” go into the students permanent record
We will need more psychologists and councilors and teachers and the program a cost
Oh…Mr. Reykdal believes that he is a social warrior and that these programs are essential to prepare students for the future.
You can read another article we shared in a past article: “PBIS”: Behind the Feds’ Wacky Scheme to Modify Children’s Behavior
If you like the idea do nothing…it’s coming
If you have concerns contact your school district…NOW!
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